263 research outputs found
Culture and Strategy in Business Schools: Links to Organizational Effectiveness
The purpose of this study is to examine the independent and conditional effects of organizational culture type and managerial strategy on the organizational effectiveness of higher education schools of business. While significant differences are found for both culture type and managerial strategy on the effectiveness measures, there were no significant interactive effects between the two independent variables. The implications of these findings for efforts to enhance the effectiveness of professional and pre- professional collegiate programs are discussed
Helicity cascades in rotating turbulence
The effect of helicity (velocity-vorticity correlations) is studied in direct
numerical simulations of rotating turbulence down to Rossby numbers of 0.02.
The results suggest that the presence of net helicity plays an important role
in the dynamics of the flow. In particular, at small Rossby number, the energy
cascades to large scales, as expected, but helicity then can dominate the
cascade to small scales. A phenomenological interpretation in terms of a direct
cascade of helicity slowed down by wave-eddy interactions leads to the
prediction of new inertial indices for the small-scale energy and helicity
spectra.Comment: 7 pages, 8 figure
A Randomized Prospective Study on Outcomes of an Empathy Intervention among Second-Year Student Pharmacists
Objective. To determine the impact of a single, 3-day intervention on empathy levels as measured by the validated Jefferson Scale of Empathy-Health Profession Students version (JSE-HPS).
Methods. Forty second-year student pharmacists were recruited to participate in a non-blinded prospective study. Subjects were randomized to an intervention group (n=20) or control group (n=20) and completed the JSE-HPS at baseline, 7 days postintervention, and 90 days postintervention. The intervention group consisted of a 3-day simulation, each day including a designated activity with loss of dominant hand usage, vision, and speech.
Results. The 3-day simulation increased empathy levels in the intervention group compared to the control group 7 days postintervention (p=0.035). However, there were no effects on empathy levels 90 days postintervention (p=0.38).
Conclusion. Empathy scores increased but were not sustained in the long-term with a 3-day empathy intervention
Signatures of two-dimensionalisation of 3D turbulence in presence of rotation
A reason has been given for the inverse energy cascade in the
two-dimensionalised rapidly rotating 3D incompressible turbulence. For such
system, literature shows a possibility of the exponent of wavenumber in the
energy spectrum's relation to lie between -2 and -3. We argue the existence of
a more strict range of -2 to -7/3 for the exponent in the case of rapidly
rotating turbulence which is in accordance with the recent experiments. Also, a
rigorous derivation for the two point third order structure function has been
provided helping one to argue that even with slow rotation one gets, though
dominated, a spectrum with the exponent -2.87, thereby hinting at the
initiation of the two-dimensionalisation effect with rotation.Comment: An extended and typos-corrected version of the earlier submissio
Physical activity recommendations for early childhood: an international analysis of ten different countriesâ current national physical activity policies and practices for those under the age of 5
During the last two decades there have been growing interests on recommendations for childrenâs physical
activity. The World Health Organization (WHO) launched the first global international recommendations for
children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the
dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed
for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the
recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early
years).
An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed
of current national physical activity practices. Also an international comparison of early yearsâ education settings
were examined, specifically for those under the age of 5, to investigate current curricula, as well as the
qualifications, knowledge and understanding of those supporting childrenâs learning in different cultural contexts.
The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United
Kingdom and United States of America) questioned whether the global daily physical activity recommendations
(WHO, 2010) are costumed and used for to the early yearsâ age group on a national level or if they need to be
adjusted.
The analysis revealed that eight countries have developed their own national recommendations for children below
the age of 5, while only two countries do not have any early yearsâ specific physical activity recommendations.
National authorities seem to be the most common executive sources behind the recommendations. The content of
physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity.
The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous
intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries
the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains
unsupported.
The conclusions from the analysis of national recommendations, underlined the need to see the global
recommendations be developed for the younger age group, to support all countries. It is proposed a need for
universally new recommendations to go beyond just physical activity intensity levels and to consider how young
childrenâs development can be supported in a versatile way by physically active play. Also age specific
recommendations are offered for appropriate and purposeful physical activity to support early years and school
aged childrenâs overall development. The findings also suggest educational recommendations for staff members
of early childhood education and care settings to know appropriate and age specific recommendations to ensure
they are able to support young children to reach the national and global recommendations. Research
recommendations are also proposed
Why we should understand the patient experience: clinical empathy and medicines optimisation
Objectives
To critically discuss the need for pharmacists to underpin their consultations with appropriate âclinical empathyâ as part of effective medicines optimisation.
Methods
Use of literature around empathy, consultation and pharmacy practice to develop a case for greater clinical empathy in pharmacy consultations.
Key findings
Clinical empathy is defined from the literature and applied to pharmacy consultations, with a comparison to empathy in other clinical professions. Historical barriers to the embedding of clinical empathy into pharmacy consultations are also explored.
Conclusions
We challenge the pharmacy profession to consider how clinical empathy should underpin consultations with a series of introspective questions and provide some sample questions to support pharmacy consultations. We also make the case for appropriate education and professional development of consultation skills at undergraduate and postgraduate level. We contend that patientsâ relationships with practitioners are critical, and a lack of empathy can impact the effectiveness of care
Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework
ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop studentsâ knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career. Each course has at least one required activity addressing each of the four elements of Standard 4. The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPDâreflect, plan, act, evaluate.
Article Type: Not
The Impact of Immersive Outdoor Activities in Local Woodlands on Young Carers Emotional Literacy and Well-Being
Childrenâs well-being is linked to a complex web of factors including the childâs personality, inherent protective mechanisms, family relationships, social capital, and economic status. Young carers are particularly at risk from poor mental health outcomes and low well-being. In this study the impact of immersive activities in nature on the well-being of 8 young carers (3 girls and 5 boys; aged 9â13 years) was explored. The immersive woodland activities included practical skills such as fire making, cooking, and using tools as well as team building and activities to help build trust. A mixed method, pre-test/post-test approach was undertaken using Emotional Literacy Checklists and interviews, poems and discussion. There were measurable improvementsâspecifically in motivation and self-awarenessâin the young carersâ emotional literacy as reported by the parents and teachers. The well-being indicators that were referenced most frequently by parents and teachers related to the childrenâs social relationships and their development as individuals. The children reported changes related to social, physical, and ânatural connectionâ well-being
White Matter Injury and General Movements in High-Risk Preterm Infants
BACKGROUND AND PURPOSE: Very preterm infants (birth weight, MATERIALS AND METHODS: In this prospective study of 47 preterm infants of 24-30 weeks' gestation, brain MR imaging was performed at term-equivalent age. Infants underwent T1- and T2-weighted imaging for volumetric analysis and DTI. General movements were assessed at 10-15 weeks' postterm age, and neurodevelopmental outcomes were evaluated at 2 years by using the Bayley Scales of Infant and Toddler Development Ill. RESULTS: Nine infants had aberrant general movements and were more likely to have adverse neurodevelopmental outcomes, compared with infants with normal movements. In infants with aberrant movements, Tract-Based Spatial Statistics analysis identified significantly lower fractional anisotropy in widespread white matter tracts, including the corpus callosum, inferior longitudinal and fronto-occipital fasciculi, internal capsule, and optic radiation. The subset of infants having both aberrant movements and abnormal neurodevelopmental outcomes in cognitive, language, and motor skills had significantly lower fractional anisotropy in specific brain regions. CONCLUSIONS: Aberrant general movements at 10-15 weeks' postterm are associated with adverse neurodevelopmental outcomes and specific white matter microstructure abnormalities for cognitive, language, and motor delays
The Holistic Impact of Classroom Spaces on Learning in Specific Subjects
The Holistic Evidence and Design (HEAD) study of U.K. primary schools sought to isolate the impact of the physical design of classrooms on the learning progress of pupils aged from 5 to 11 years (U.S. kindergarten to fifth grade). One hundred fifty-three classrooms were assessed and links made to the learning of the 3,766 pupils in them. Through multilevel modeling, the role of physical design was isolated from the influences of the pupilsâ
characteristics. This article presents analyses for the three main subjects assessed, namely, reading, writing, and math. Variations in the importance of the physical design parameters are revealed for the learning of each subject.
In addition to some common factors, such as lighting, a heavy salience for Individualization in relation to math becomes apparent and the importance emerges of Connection for reading and of Links to Nature for writing.
Possible explanations are suggested. These results provide a stimulus for additional finesse in practice and for further investigation by researchers
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